The Influence of Cultural Context on English Language Acquisition: A Study on Bilingual Students

This paper explores the significant influence of cultural context on the English Language Acquisition (ELA) process among bilingual students. While linguistic factors are central to language learning, the socio-cultural environment in which learning takes place, as well as the learner's own cultural background and identity, profoundly shape their motivation, strategies, and ultimately, their proficiency. This study aims to investigate how various dimensions of cultural context—including identity negotiation, communication norms, social interaction, access to resources, and cultural attitudes—impact the acquisition of English by individuals navigating multiple linguistic and cultural systems. Drawing upon existing literature in second language acquisition, cultural studies, and bilingualism, the paper posits that a learner's ability to integrate or negotiate cultural differences, their motivation driven by cultural goals, and the alignment (or misalignment) of communication styles between their first and second cultures are critical determinants of their ELA trajectory. A hypothetical mixed-methods study design is proposed, combining quantitative measures of language proficiency with qualitative explorations through interviews and observations to capture the complex interplay between cultural factors and language development in bilingual learners. The findings underscore the necessity for culturally responsive pedagogy and support systems that acknowledge and leverage the diverse cultural backgrounds of bilingual students, highlighting that successful language acquisition is as much a cultural and social process as it is a linguistic one.

کلیدواژه ها:

Cultural Context ، English Language Acquisition ، Bilingualism ، Second Language Learning ، Identity ، Motivation ، Intercultural Communication ، Culturally Responsive